Measuring Collaboration among Partnering Organizations: A Mixed Methods Approach

Abstract Information:

Introduction: Collaboration can be seen as the way in which organizations work together to accomplish common goals. Effective collaboration suggests organizations have achieved a relationship grounded in trust and shared decision-making, however, measuring such a relationship can be challenging. In this demonstration, we present an innovative approach for measuring collaboration between organizational partners. Specifically, we will describe the findings of a collaboration evaluation that has taken place over 2 years between an Early Childhood Institute (BECI) and local school districts within a large metropolitan city. Importantly, this collaboration evolved with a shared focus on reducing the opportunity gap among children birth to grade 3 in a large metropolitan city. The collaboration evaluation sought to answer two specific questions: (1) What was the level of collaboration between program stakeholders? (2) What were the barriers and facilitators for collaboration between program stakeholders?

Methods: The collaboration evaluation employed an explanatory sequential mixed methods approach involving a quantitative survey followed by qualitative inquiry. A 5-point collaboration scale was adapted (i.e., (1) networking, (2) cooperation, (3) coordination, (4) coalition or (5) collaboration) and included in the survey. This scale was used to examine the perceived level of collaboration stakeholders had with one another. Qualitative inquiry utilized interviews and open-ended questions and focused on perceptions related to program domains. In Year 1, surveys were completed by 59 plan stakeholders across 9 school districts and 12 BECI staff members. Subsequently 12 interviews were conducted with 1-2 individuals from each participating district and 10 BECI staff. In Year 2, surveys were completed by 61 plan stakeholders and 8 BECI staff members. Quantitative data was analyzed for descriptive findings and compared from Year 1 to Year 2. Qualitative data were analyzed using a deductive content analytic approach. Findings: BECI staff perceptions of collaboration increased from “cooperation” to “coalition” from Year 1 to Year 2. District stakeholders' perceptions of collaboration increased from ”coordination” to “coalition” from Year 1 to Year 2. Qualitative inquiry across both years identified effective collaboration qualities such as perceptions of support, open communication, trust and shared vision. Challenges to collaboration were consistent from Year 1 to Year 2 and included clarity of expectations, time commitment and alignment of goals. While clarity of expectations was noted as a barrier across both evaluation years, it was reported to have improved from Year 1 to Year 2. Findings were shared with district and Institute stakeholders and programmatic improvement strategies developed based on findings. Examples of such strategies included the formation of a teacher leadership network grounded in the desire to develop new solutions to support and empower educators and paraprofessionals and an interactive website portal to facilitate discussion and resource sharing. Finally, findings have helped demonstrate the value of flexibility in family and community engagement activities which was further enhanced in the following school year. Significance: The development of an evidence-based strategy to evaluate collaborative partnerships can allow for a more thorough understanding and empirical measure of how organizations can work together and achieve shared objectives.